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991.
The assessment of research quality and accountability for research funding are major issues in higher education. This paper describes the British experience of nationwide research quality assessment exercises, and newly introduced measures intended to improve accountability. The consequences are examined, including those for the higher education system as a whole and for individual institutions, using the University of Glasgow as an example. Comprehensive peer review of research quality has demonstrated the usefulness of certain performance indicators. Their relevance for U.S. institutional researchers is discussed, and similarities with the measures used by the National Academy of Sciences in its assessment of researchdoctorate programs are identified. The requirements of the U.S. Government Performance and Results Act (GPRA) are noted. 相似文献
992.
AbstractThe use of social networking technologies (SNTs) for academic purposes has created new pedagogy opportunities, especially for well-resourced teaching and learning institutions. This article reports on a study that analysed the use of SNTs for postgraduate research supervision at a South African university classified as previously disadvantaged during the apartheid era. The current democratic government is trying to ameliorate the consequences of the Bantu Education Act by paying greater attention to historically disadvantaged institutions (HDIs). Although the study generated quantifiable data from a questionnaire, it largely employed the qualitative research approach and was underpinned by the connectivism theory of learning. A structured questionnaire and an interview schedule were used to collect quantifiable and qualitative data, respectively, from 32 postgraduate students who were enrolled for research by distance learning and eight lecturers who supervised postgraduate research. Quantifiable data from the structured questionnaire was analysed and plotted on graphs while qualitative data from the interviews was thematically analysed. The study findings revealed that the use of SNTs had positively impacted on postgraduate supervision and improved the success rate in students’ problem-solving skills and critical thinking at one rural-based HDI. From the study findings, it is recommended that more resources be channelled to the South African HDIs, to equip both their students and lecturers with the requisite knowledge and skills to effectively harness SNTs into research supervision, as well as teaching and learning, through deliberately designed online learning platforms, so that they can catch up with all-white historically advantaged institutions (HAIs) on research output. 相似文献
993.
Robert H. Bradley Daniel J. Mundfrom Leanne Whiteside Patrick H. Casey Kathleen Barrett 《Child development》1994,65(3):880-888
Factor analyses were performed on the Infant-Toddler and the Early Childhood versions of the HOME Inventory for 3 groups (blacks, whites, and Hispanics) of premature, low-birthweight children. Participants lived in 8 different U.S. cities. On the IT-HOME, 5 factors were originally retained for each group using the principal factors method of extraction. Factor structures for blacks and whites were similar, accounting for 85% and 75% of the variance, respectively. The structure for Hispanics was somewhat different; a 7-factor solution accounting for 65% of the variance was most interpretable. For the EC-HOME, 6 factors were retained for both black and white groups, accounting for 80% and 73% of the variance, respectively. For Hispanics, an 8-factor solution accounted for 59% of the variance. The factor structures for blacks and whites were largely in agreement with the current organization of items into subscales. The fit for Hispanics was not quite as good, but most factors also corresponded to current subscales. 相似文献
994.
995.
Third year undergraduate and fourth year honours students in a large university economics department were surveyed for this study with a view to some resolution of how honours participation rates might be improved (and hence the pool of potential postgraduates enlarged) when good employment opportunities are available to three‐year graduates. Reasons why students choose to do or not to do an honours year are examined in relation to their background characteristics, circumstantial factors, previous assessment, course structure and perceptions of market demand for honours graduates, opportunity costs and career paths. The results draw attention to ways in which more students might be attracted to the honours stream, the honours year and beyond. It is concluded that higher education institutions and federal bodies must share this responsibility. 相似文献
996.
This article initially outlines a procedure used to develop a written diagnostic instrument to identify grade-11 and -12 students' misconceptions and misunderstandings of the chemistry topic covalent bonding and structure. The content to be taught was carefully defined through a concept map and propositional statements. Following instruction, student understanding of the topic was identified from interviews, student-drawn concept maps, and free-response questions. These data were used to produce 15 two-tier multiple-choice items where the first tier examined content knowledge and the second examined understanding of that knowledge in six conceptual areas, namely, bond polarity, molecular shape, polarity of molecules, lattices, intermolecular forces, and the octet rule. The diagnostic instrument was administered to a total of 243 grade-11 and -12 chemistry students and has a Cronbach alpha reliability of 0.73. Item difficulties ranged from 0.13 to 0.60; discrimination values ranged from 0.32 to 0.65. Each item was analyzed to ascertain student understanding of and identify misconceptions related to the concepts and propositional statements underlying covalent bonding and structure. 相似文献
997.
Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts
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Patrick J. Leman Emilie P. Smith Anne C. Petersen SRCD Ethnic–Racial Issues International Committees 《Child development》2017,88(4):1039-1044
Positive youth development (PYD) research seeks to understand and promote positive aspects of development in young people. In this the special section, focused upon youth from diverse racial–ethnic backgrounds around the globe, we describe the origins and development of the field, identify key and emerging themes, and present the challenges for work in the area in the years ahead. Central to these are elements that are inherent in many of the articles that constitute the section: These include a need to articulate more clearly the role of social and cultural context in positive development, a need to refine the measures and methods used for collecting data, the significance of social identities, and engagement with other fields of study and with policymakers. 相似文献
998.
Drawing Pedagogies in Higher Education: the Learning Impact of a Collaborative Cross‐disciplinary Drawing Course
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Philippa Lyon Patrick Letschka Tom Ainsworth Inam Haq 《The International Journal of Art & Design Education》2018,37(2):221-232
Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the College of Arts and Humanities at a UK university and has a thematic focus on the human body. This qualitative case study sets out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a cross‐disciplinary student group. Findings included, with reference to Riley's framework of drawing pedagogies, that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabling insights to be developed into different disciplinary epistemologies. 相似文献
999.
Three pigeons pecked for food in a concurrent chain schedule. Pecks in one link of the concurrent chain resulted in a fixed duration of access to food, while pecks in the other link resulted in either no access to food or 8 sec of access to food. All three pigeons pecked more often in the initial link which resulted in the fixed duration of access to food, indicating preference for fixed over variable access to food. This result does not seem consistent with previous results showing preference for variable- over fixed-interval schedules. However, the results are consistent if preference is determined by differential weighting of reward values, and preference is independent of whether a reward is fixed or variable. This analysis suggests that previous results of fixed- vs. variable-reward studies cannot be used to argue that animals do not prefer information over uncertainty. 相似文献
1000.
Samuel R. Hodge Patrick B. Akuffo 《International Journal of Disability, Development & Education》2007,54(4):399-416
The purpose of this study was to determine whether or not adapted physical education (APE) teachers had job‐related concerns associated with teaching students with disabilities in an urban public school district. The participants were six experienced, itinerant APE teachers, who taught in urban public schools in a midwestern state in the United States. The research method was a collective case study situated in concerns theory. Data were collected from teacher interviews, on‐site observations, and stimulated recall sessions. Case analyses and cross‐case analyses were conducted using constant comparative procedures. Findings indicate that the teachers had job‐related concerns explainable within the tenets of concerns theory. They also had concerns not situated within concerns theory that were unique to their itinerant status. 相似文献